Childminder

Childminder

Unique reference number (URN): EY391151 Registered with Ofsted: 03/06/2009 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children consistently make secure progress across all areas of development. This includes those children that have barriers to their learning and need adjustments to their daily routine or activities. Children are very well prepared to move on to their different stages of their learning. The childminder makes extensive assessments of children's learning and development. This enables her to reliably measure the very rapid progress children make in their learning. Children are praised for their extremely good behaviour. They are kind and independent during routines such as cutting fruit for snack and helping each other tidy up activities. The childminder offers consistent praise to support the children's achievements, helping their self-esteem and confidence to develop swiftly. Children choose stories and demonstrate deep awareness of their prior learning, such as recalling names of dinosaurs and describing how they look using words such as 'spiky' and 'sharp'. Children guess what

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Achievement Strong standard

will happen next in stories and join in meaningful conversations with the childminder. The youngest children manage their own independence and make choices about their play. However, while there is scope to enhance interactions with children, over time, children achieve extremely well.

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Behaviour, attitudes and establishing routines Strong standard

Children play together in an extremely cooperative and caring manner. They are independently able to follow routines exceptionally well from a young age. The childminder uses gentle reminders and clear direction, so children are in no doubt about what is expected of them. Children demonstrate superb manners, saying 'yes, please' as the childminder asks them if they would like more fruit. The childminder ensures that children can attend regularly, and, if there is any change in the routine, she ensures that there are additional days or spaces offered so children do not miss out on any care and education. Children behave extremely well and are happy together. They learn to take responsibility as they help with keeping the environment safe and tidy. They look after toys and equipment with the childminder's support. The childminder gives praise and encouragement for children's attempts and achievements. She consistently promotes their self-esteem to higher

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Behaviour, attitudes and establishing routines Strong standard

levels. Children show great excitement when the childminder sings action songs. They pay close attention and listen really carefully as they are interested and anticipating what action will come next.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of the emotional bonds that she establishes with children. Younger children enjoy the cuddles and reassurance the childminder gives them when they need comfort. The childminder supports their good health through providing healthy meals, sufficient rest and periods of physical activities. When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on and putting a range of support in place, children cope with the changes well. Children learn routines that maintain their physical health and welfare, such as around hygiene. These are very well embedded and help children to learn the importance of washing their hands before they sit to eat. Children

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Expected standard

are consistently well supervised at mealtimes. The childminder works with parents extremely well to ensure that the food offered is healthy and balanced.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children thrive in the childminder's care. The childminder demonstrates a consistent approach to swiftly identifying adaptations required so that she makes a sustained difference to all children's opportunities, including supporting children's special educational needs and/or disabilities. For example, the childminder has completed training to support children to recognise how to regulate their emotions and meet the children's needs effectively. The inclusive environment helps all children feel valued and consistently develop positive self-esteem. Partnerships with professionals and other settings children attend are established to help provide continuity for children. The childminder is able to explain how she would identify and support the needs of disadvantaged children. The childminder has a thorough understanding of how to support children in receipt of additional funding and help offer experiences to children to strengthen

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Inclusion Strong standard

their learning. The inclusive environment helps all children's needs to be met. This enables all children to feel valued and develop positive self-esteem. Partnerships with professionals and other settings children attend are established to help provide continuity for children.

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Leadership and governance Strong standard

The childminder is superbly dedicated to ensuring that she delivers an ambitious vision for her setting. The childminder undertakes an ambitious programme of professional development, challenging her to continually review and improve her practice. This has been extremely effective in enabling her to adapt and evolve support for children with special educational needs and/or disabilities. This makes a significant positive difference to children's education and care. Relationships with parents are extremely well established, with parents encouraged to be active partners in their children's care and education. Parents praise the superb care their children receive. The childminder has established successful relationships with other early years providers and her local authority. While there is scope to further enhance interactions with children, over time, there is an instilled culture of continuous improvement.

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Curriculum and teaching Expected standard

The childminder ensures that the curriculum incorporates all areas of learning and is taught well, overall. Children are supported to build on language skills as they are encouraged to repeat new vocabulary they hear in stories. Children have lots of fun as they explore sensory activities and use small motor skills as they practise using tweezers to find the hidden dinosaurs. The childminder weaves mathematical ideas into their play, such as enhancing children's understanding of colour as they match the hidden dinosaurs to the relevant colour. The childminder has a clear action plan to help her improve, such as helping children with turn taking and sharing. This is already starting to make a positive improvement. For example, children enjoy taking turns during activities. Stories and rhymes are used as opportunities to help children sit for short periods to maintain their attention and to promote choices. Children join in with actions to songs and begin to sing along with the

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Curriculum and teaching Expected standard

childminder praising the children's effort.

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Curriculum and teaching Expected standard

The childminder helps children to take appropriate risks in their play, such as navigating space as they play and learning to cut fruit safely for their snack. The childminder provides guidance and models safe practices, ensuring that children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance, well. Teaching is not always consistent. For example, when the childminder asks children relevant questions to gauge what they already know, she does not always allow enough time for children to think and fully respond before helping them with a response. The childminder recognises there is still some work to do to ensure that her teaching is consistently highly effective to help ensure that every interaction she has with a child extends learning as much as possible.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are very well prepared to transition effectively between different stages of their learning. They achieve consistently well. Children show an excitement for their learning and show fantastic concentration for their age as they learn something new. Their positive attitudes and eagerness to learn helps to prepare children very well for their next stages in learning and for starting school in the future. Children are extremely happy in the childminder's care and display high levels of self-esteem and confidence. Children are supported very well to make choices in their play, and they repeat familiar activities, songs and stories as they expand their knowledge. For example, children enjoy playing with toy dinosaurs and can name a vast range of them. They role play with dolls and enjoy pretending to feed and dress them.

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What it's like to be a child at this setting

Behaviour is extremely well supported, and children consistently demonstrate respect and positive attitudes to learning. Mixed-age groups work harmoniously and share familiar stories and songs together. Children gain confident control of their small-muscle skills as the childminder teaches them how to hold a safety knife to cut their fruit at snack time and independently wash their hands before eating. Children have close relationships with the childminder and enjoy snuggling up for stories and hugs for reassurance.

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Next steps

The childminder should ensure that highly effective teaching with children is embedded to consistently challenge their thinking and extend children's learning further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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